My CT at Westerly Middle School asks many questions that have students recall information from their textbook or notes, which is mostly vocabulary. Once she feels that the students understand the basic vocabulary and definitions she will then ask questions to students that make them apply their vocab and concepts to new situations. For example, this week students were learning about food webs. Today the class as a whole made up a food web on the board that reflected the interactions between the organisms in the students’ aquariums and terrariums. While the teacher created the web on the board, she asked students to tell her what organisms can be found in each ecosystem and what was their energy role. After a list with the names and roles was created she asked students where the organisms should be placed on the web, why, and what direction the energy is going to flow. These types of questions asked students to recall the definitions for the vocabulary terms related to energy roles. After the web was completed, she had students apply their knowledge to a new situation by asking them what would happen if a different organism was introduced into the food web and what would the changes be in the energy flow. The teacher also had students explain their reasoning behind the placement of an organism on the web. This allowed her to know if her students understand the concepts. My CT at South Kingstown High school asks many questions but at a different level. Most of her questions require her students to explain their reasoning behind their answer. She rarely asks questions that just recall the general information. She also lets her students ask in depth questions in which she allows class time to discuss them. During these discussions students can give their personal opinions and explanations on the topic. These types of discussions give students a chance to think critically and analyze certain concepts at a greater depth.
Asking questions and fostering discussions is important in a science classroom. Students need to be able to understand concepts beyond their general definition. When students are able to explain their thinking process and apply concepts to new or real life situations they are going to receive a better understanding of the material. In my classroom I plan on asking questions to my students in a gradual manner. First, I will ask questions at a level where they can recall information and definitions. Once they have an understanding at that level then I can ask questions that will require them to explain their reasoning. The next level would be asking questions that have students apply their knowledge to new situations. Then once they develop all of these skills I can ask open-ended questions that would require them to give their own personal opinion using the knowledge they have accumulated through the gradual levels of questioning. If questions aren’t given to students in a structured manner from easy to complex students will be lost because in order to answer complex questions they need to be able to answer the simple ones and understand the basic concepts in order to build on them
My CT at Westerly Middle School asks many questions that have students recall information from their textbook or notes, which is mostly vocabulary. Once she feels that the students understand the basic vocabulary and definitions she will then ask questions to students that make them apply their vocab and concepts to new situations. For example, this week students were learning about food webs. Today the class as a whole made up a food web on the board that reflected the interactions between the organisms in the students’ aquariums and terrariums. While the teacher created the web on the board, she asked students to tell her what organisms can be found in each ecosystem and what was their energy role. After a list with the names and roles was created she asked students where the organisms should be placed on the web, why, and what direction the energy is going to flow. These types of questions asked students to recall the definitions for the vocabulary terms related to energy roles. After the web was completed, she had students apply their knowledge to a new situation by asking them what would happen if a different organism was introduced into the food web and what would the changes be in the energy flow. The teacher also had students explain their reasoning behind the placement of an organism on the web. This allowed her to know if her students understand the concepts. My CT at South Kingstown High school asks many questions but at a different level. Most of her questions require her students to explain their reasoning behind their answer. She rarely asks questions that just recall the general information. She also lets her students ask in depth questions in which she allows class time to discuss them. During these discussions students can give their personal opinions and explanations on the topic. These types of discussions give students a chance to think critically and analyze certain concepts at a greater depth.
Asking questions and fostering discussions is important in a science classroom. Students need to be able to understand concepts beyond their general definition. When students are able to explain their thinking process and apply concepts to new or real life situations they are going to receive a better understanding of the material. In my classroom I plan on asking questions to my students in a gradual manner. First, I will ask questions at a level where they can recall information and definitions. Once they have an understanding at that level then I can ask questions that will require them to explain their reasoning. The next level would be asking questions that have students apply their knowledge to new situations. Then once they develop all of these skills I can ask open-ended questions that would require them to give their own personal opinion using the knowledge they have accumulated through the gradual levels of questioning. If questions aren’t given to students in a structured manner from easy to complex students will be lost because in order to answer complex questions they need to be able to answer the simple ones and understand the basic concepts in order to build on them